Statistics 22% of people with ASD have IQ in the superior range 12% are full time employees 1% are employed in the area they were trained Ages 22 and up 73% live with parent(s) 90% have difficulty holding jobs 95% have difficulty developing and maintaining relationships Most did not have early intervention Asperger disorder have a higher level of depression and possible suicide

Why was the Ziggurat Model Developed? Difficulty “Seeing the Autism” Tendency to apply one strategy to address all needs Tendency to ignore critical areas when designing an intervention Not a band-aid intervention

Tip of the Iceberg is generally all you see…….. But what is underneath is often more important

Why do we Need Comprehensive Planning? Almost never is there a single answer that fixes a problem for students with ASD One strategy will not work in all situations for all students

Keys to Comprehensive Intervention Planning CHARACTERISTICS: Look at characteristics of ASD that student exhibits DESIGN: A quality plan is designed to target the Autism comprehensively IMPLEMENT: A quality plan is implemented with fidelity (IT REQUIRES FOLLOW THROUGH!!!!!!!)

Why Comprehensive Planning With The Ziggurat and CAPS Models? Fewer behavior problems More Instructional time Increased compliance with law Increased engagement time Faster IEP development Better IEPS More positive/collaborative relationship with parents Improved collaboration among staff

Who is Involved in Comprehensive Planning Parents Student General ed. teacher Sp. Ed. teacher Paraprofessional Speech Language Pathologist Occupational Therapist School Psychologist Administrator Other as Needed

4 Steps to Designing a Comprehensive Intervention Plan 12 Characteristics 3 Design 4 Implement CAPS

Step 1: Complete UCC-Underlying Characteristic Checklist Helps you to see the autism Provides a snapshot of how autism is expressed for an individual A descriptive instrument

Step 1: Complete UCC-Underlying Characteristic Checklist Can be completed by a team (recommended) Provides a tool for assessing progress/change Three Forms UCC-CL (Classic typical autism), UCC-HF (High Functioning, Asperger’s), Early Intervention UCC NOTE: This is not a diagnostic instrument used for intervention planning and implementation

Step 1: The UCC Characteristics Social Communication Repetitive patterns Associated Features Sensory Motor Cognitive Emotional Vulnerability Medical and Biological Factors

Step1 ( I purchased forms)

Let’s Meet Michael

Complete the UCC-HF for Michael using the information you have learned…..

eExamples/Michael_UCC.pdf This will show you the completed UCC for Michael.